the single plan for student achievement · 2017-11-28 · the single plan for student achievement 6...

The Single Plan for Student Achievement 1 of 37 11/2/17

The Single Plan for Student Achievement

School: Boulder Ridge Elementary

CDS Code: 33 67231 0127761

District: Romoland Elementary School District

Principal: Jon Mitchem

Revision Date: October 12, 2017

The Single Plan for Student Achievement (SPSA) is a plan of actions to raise the academic performance of all students. California Education Code sections 41507, 41572, and 64001 and the federal Elementary and Secondary Education Act (ESEA) require each school to consolidate all school plans for programs funded through the ConApp and ESEA Program Improvement into the SPSA.

For additional information on school programs and how you may become involved locally, please contact the following person:

Contact Person: Jon Mitchem

Position: Principal

Phone Number: (951) 723-8931

Address: 27327 Junipero Rd.Menifee, CA 92585

E-mail Address: [email protected]

The District Governing Board approved this revision of the SPSA on November 14, 2017.


Table of Contents

School Vision and Mission ......................................................................................................................................................3

School Profile..........................................................................................................................................................................3

Comprehensive Needs Assessment Components ..................................................................................................................3

Data Analysis .................................................................................................................................................................3

Surveys ..........................................................................................................................................................................3

Classroom Observations................................................................................................................................................4

Analysis of Current Instructional Program ....................................................................................................................4

Description of Barriers and Related School Goals ..................................................................................................................6

School and Student Performance Data ..................................................................................................................................7

CAASPP Results (All Students) .......................................................................................................................................7

CELDT (Annual Assessment) Results............................................................................................................................13

Planned Improvements in Student Performance .................................................................................................................14

School Goal #1.............................................................................................................................................................14

School Goal #2.............................................................................................................................................................19

School Goal #3.............................................................................................................................................................22

School Goal #4.............................................................................................................................................................25

School Goal #5.............................................................................................................................................................28

Summary of Expenditures in this Plan..................................................................................................................................32

Total Allocations and Expenditures by Funding Source ..............................................................................................32

Total Expenditures by Object Type..............................................................................................................................33

Total Expenditures by Object Type and Funding Source.............................................................................................34

Total Expenditures by Goal .........................................................................................................................................35

School Site Council Membership ..........................................................................................................................................36

Recommendations and Assurances......................................................................................................................................37

Appendices


School Vision and Mission

Boulder Ridge Elementary’s Vision and Mission StatementsMISSION:At Boulder Ridge we provide ALL students with the tools, techniques, and education to succeed in a highly diverse world. We prepare students through rigorous academics, inquiry based thinking, collaboration, and relationship building. Students at Boulder Ridge are taught more than simply academics, they are taught how to think, how to persevere, and how to problem solve. Our students learn the integral roles that respect, hard work, and effort play on the road to success.

CORE VALUES:We provide each student with knowledge and experience to become a capable, responsible citizen in a diverse society.We celebrate each other's achievements, support each other through collaboration, and hold each other accountable.We act with personal integrity and treat everyone with fairness, equality, and dignity.We collaborate with the community in a courteous and professional manner.We maintain clean, functional, and safe campuses that promote a sense of pride.

GOALS:Provide a thought provoking, rigorous curriculum to ALL students.Put student's needs at the forefront of all that we do.Give each student what they need in order to be successful.Prepare our students to think critically.

VISION:Through relationships, rigorous curriculum, and collaboration, Boulder Ridge Elementary will prepare our students to be critical thinkers, problem solvers, and good Samaritans, as well as to instill a love of learning in ALL students.

School Profile

Romoland School District is located in Homeland, California, a city in Riverside County. The district currentlyconsists of four elementary schools and one middle school, serving 3,397 students in grades kindergarten througheight.Boulder Ridge Elementary School opened in 2013-14 on the campus previously used by Boulder Ridge MiddleSchool. In the 2017-2018 school year Boulder Ridge Elementary school serves 643 students in grades Transitional Kindergartenthrough fifth. The following is a breakdown of Boulder Ridge's student demographics by ethnicity: 67.18% - Hispanic; 19.73% - White;5.78% - African-American; 4.59% - Asian; and 2.72% Other. 73.81% of these students have been identified as Socio Econimically Disadvantaged,17.69% as English Learners, and 7.48% as Special Education students.

Comprehensive Needs Assessment Components

Data AnalysisPlease refer to the School and Student Performance Data section where an analysis is provided.

SurveysThis section provides a description of surveys (i.e., Student, Parent, Teacher) used during the school-year, and a summary of results from the survey(s).

Parent surveys are administered at the beginning and end of the school year. These surveys allow us to better serve our students and community needs. Student surveys are administered through the state of California (Healthy Kids Survey) once a year to 5th Grade students.


Classroom ObservationsThis section provides a description of types and frequency of classroom observations conducted during the school-year and a summary of findings.

Weekly classroom walkthroughs are performed by school administration, as well as district administrators. Leadership team conducts instructional rounds to gain program evaluation data and uses the data drive the school wide program. Results from these classroom observations are communicated to teachers and staff in order to help drive their instruction.

Analysis of Current Instructional ProgramThe following statements are derived from the Elementary and Secondary Education Act (ESEA) of 1965 and Essential Program Components (EPCs). In conjunction with the needs assessments, these categories may be used to discuss and develop critical findings that characterize current instructional practice for numerically significant subgroups as well as individual students who are:

• Not meeting performance goals• Meeting performance goals• Exceeding performance goals

Discussion of each of these statements should result in succinct and focused findings based on verifiable facts. Avoid vague or general descriptions. Each successive school plan should examine the status of these findings and note progress made. Special consideration should be given to any practices, policies, or procedures found to be noncompliant through ongoing monitoring of categorical programs.

Standards, Assessment, and Accountability

1. Use of state and local assessments to modify instruction and improve student achievement (ESEA)

CAASPP data reports were analyzed by the leadership team and grade level teams. Results were used to identify student instructional needs, program strengths and needs, and to drive changes to the instructional program. CELDT is provided to leadership team and grade level teams for analysis to identify student and program needs for English Learners. DIBELS Next , STAR Reading assessment data, and iReady Reading and Math are used by teachers on a regular basis to inform and modify teacher instruction to improve student achievement.

2. Use of data to monitor student progress on curriculum-embedded assessments and modify instruction (EPC)

Teachers will analyze student achievement data from DIBELS Next assessment and come up with a S.M.A.R.T goal for students most at risk. ELA and Math Units of Study Culminating Task Assessments are administered in grades Kindergarten through 5th approximately 6 times per year (per grade level units place mat), and data is analyzed during PLC meetings.

Staffing and Professional Development

3. Status of meeting requirements for highly qualified staff (ESEA)

All of our teachers and staff members are highly qualified and meet all requirements.

4. Sufficiency of credentialed teachers and teacher professional development (e.g., access to instructional materials training on SBE-adopted instructional materials) (EPC)

Professional Development is imparted two Wednesdays per month at each school site in the Romoland School District. Teachers also have collaborate learning community time twice per week for 50 minutes session. In addition Instructional Coaches assist teachers via whole group, small group, and one on one sessions with training on various instructional strategies and resources needed in the classroom.

5. Alignment of staff development to content standards, assessed student performance, and professional needs (ESEA)

This is year 3 of the implementation of English Language Arts and Math units of study aligned with the California State Standards.


6. Ongoing instructional assistance and support for teachers (e.g., use of content experts and instructional coaches) (EPC)

Educational content experts and district Instructional Coaches support teachers with research proven instructional strategies to improve student achievement. Leadership team members are provided with training that's then shared with grade level members during PLC time.

7. Teacher collaboration by grade level (kindergarten through grade eight [K–8]) and department (grades nine through twelve) (EPC)

The Romoland School District provides twice per week (50 minutes each session) Professional Learning Community sessions for teachers to meet as a grade level to analyze student data and set forth an educational plan for their students.

Teaching and Learning

8. Alignment of curriculum, instruction, and materials to content and performance standards (ESEA)

The Romoland School District holds monthly Units of Study meetings to ensure alignment of curriculum, instruction, and materials to content and performance standards. The Units of Study pacing is communicated district wide per the Units of Study placemats.

9. Adherence to recommended instructional minutes for reading/language arts and mathematics (K–8) (EPC)

All grade levels have prepared and submitted to the principal their weekly schedule which meet instructional minute requirements. All teachers post their daily schedules, and the principal monitors daily schedule posting and instructional minutes via weekly classroom walkthroughs.

10. Lesson pacing schedule (K–8) and master schedule flexibility for sufficient numbers of intervention courses (EPC)

Through the development of Units of Study in English Language Arts and Math proper sequencing and pacing of instruction has been accomplished (Units of Study Placemats).

11. Availability of standards-based instructional materials appropriate to all student groups (ESEA)

Per the Williams Act, all students have access to standards-based instructional materials appropriate to their grade level.

12. Use of SBE-adopted and standards-aligned instructional materials, including intervention materials, and for high school students, access to standards-aligned core courses (EPC)

Standard-aligned materials are currently being used in all classroom for core instruction; McGraw Hill Wonders integrated and designated ELD program is available in all classes with ELs; Imagine Learning software will also be utilized by out EL students.

Opportunity and Equal Educational Access

13. Services provided by the regular program that enable underperforming students to meet standards (ESEA)

Grade level teams analyze student assessment data during PLC's and identify students in need of intervention. Schoolwide reading intervention takes place everyday for 30 minutes to enable underperforming students to meet standards. Each classroom is offering intervention in Math and literacy through the use of the iReady program.

14. Research-based educational practices to raise student achievement

Research proven educational practices and strategies are implemented throughout the school. All teachers are receiving ongoing training in Visible Learning and the principal monitors implementation during classroom walkthroughs.


Parental Involvement

15. Resources available from family, school, district, and community to assist under-achieving students (ESEA)

There's a district student engagement liaison is housed at the site to support families and offers a parent resource center. STEAM Family Days/ Math and reading nights are offered throughout the year, as well as Anti-Bullying workshops for parents.

16. Involvement of parents, community representatives, classroom teachers, other school personnel, and students in secondary schools, in the planning, implementation, and evaluation of ConApp programs (5 California Code of Regulations 3932)

In the evaluation and drafting of this plan the following stakeholder groups were passed of the process: SSC, ELAC, Leadership Team, and parent/guardian community via Pastries with the Principal.

Funding

17. Services provided by categorical funds that enable underperforming students to meet standards (ESEA)

Categorical funds are being used to offer the following opportunities to students: Extended Learning, instructional materials and resources, and professional development for teacher instructional strategies.

18. Fiscal support (EPC)

In addition to site categorial funds the district provides a base program for all students through the Local Control Funding Formula and Local Control Accountability Plan. The school site is also provided with discretionary general use funds.

Description of Barriers and Related School Goals

As a Title I school one of the major barriers to overcome in order to meet our school goals is the achievement gap between our major subgroups. For this reason we're stepping up our efforts in providing a quality education in all core subject areas. Also, to meet the needs of our targeted students we're providing after school and Saturday intervention classes in ELA and Math, as well as enrichment classes for students.

Another barrier we need to overcome is chronic student absenteeism. We're implementing a Multi Tier Support System across the district to curtail some of the absenteeism, and we're communicating more often with all stakeholders and educating them on the importance of school attendance.

Yet another barrier is that our school is fairly new and all stakeholders are still establishing the school identity and sense of community.

Goals 1-5 in this plan address all barriers.


School and Student Performance Data

CAASPP Results (All Students)

English Language Arts/Literacy

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students TestedGrade Level

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 3 104 112 91 103 112 91 103 112 91 99.0 100 100

Grade 4 92 100 125 87 99 124 87 99 124 94.6 99 99.2

Grade 5 89 98 103 89 95 100 89 95 100 100.0 96.9 97.1

All Grades 285 310 319 279 306 315 279 306 315 97.9 98.7 98.7

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not MetGrade Level

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 3 2367.2 2387.9 2383.8 10 13 15.38 8 21 20.88 33 24 19.78 50 43 43.96

Grade 4 2432.6 2421.8 2422.5 10 15 9.68 17 11 13.71 26 23 29.03 46 51 47.58

Grade 5 2492.1 2505.3 2484.2 17 15 15.00 26 37 28.00 27 26 23.00 30 22 34.00

All Grades N/A N/A N/A 12 14 13.02 16 23 20.32 29 25 24.44 42 39 42.22

ReadingDemonstrating understanding of literary and non-fictional texts

% Above Standard % At or Near Standard % Below StandardGrade Level

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 3 8 15 8.79 37 44 43.96 55 41 47.25

Grade 4 13 10 12.10 49 38 48.39 38 52 39.52

Grade 5 16 22 18.00 46 45 47.00 38 33 35.00

All Grades 12 16 13.02 44 42 46.67 44 42 40.32

WritingProducing clear and purposeful writing


14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 3 5 12 12.09 43 38 37.36 52 50 50.55

Grade 4 8 12 7.26 48 44 43.55 44 43 49.19

Grade 5 22 23 21.00 49 49 53.00 28 27 26.00

All Grades 11 15 13.02 47 44 44.76 42 41 42.22


ListeningDemonstrating effective communication skills


14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 3 8 13 13.19 60 66 62.64 32 21 24.18

Grade 4 9 14 4.84 66 60 60.48 25 26 34.68

Grade 5 11 18 13.00 67 71 61.00 21 12 26.00

All Grades 9 15 9.84 64 65 61.27 27 20 28.89

Research/InquiryInvestigating, analyzing, and presenting information


14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 3 10 17 18.68 45 38 40.66 46 45 40.66

Grade 4 10 11 11.29 38 49 58.87 31 39 29.84

Grade 5 28 34 28.00 54 58 35.00 18 8 37.00

All Grades 16 20 18.73 46 48 46.03 32 32 35.24

Conclusions based on this data:

1. Third Grade ELA Area of Strength & Plan of Action “Claims”:53% of students are near, at ,or above grade level for reading.49% of students are near,at, or above grade level for writing.75% of students are near,at, or above grade level for listening.60% of students are near,at,or above grade level for Research/ Inquiry.

Third Grade ELA Area of Refinement & Plan of Action "Claims":*Make goals for AR and follow through*Use more graphic organizers*Practice more sbac similar writing prompts with connected writing and comprehension questions related to 2 sources.*Teach what good writing looks like through the use of exemplar writing pieces, and have students utilize rubrics to grade their own, and other's writing tasks.*Practice citing sources*Read alouds


2. Fourth Grade ELA Area of Strength & Plan of Action “Claims”:*60% of students are near, at ,or above grade level for reading.*51% of students are near,at, or above grade level for writing.*65% of students are near,at, or above grade level for listening.*70% of students are near,at,or above grade level for Research/ Inquiry

Fourth Grade ELA Area of Refinement & Plan of Action "Claims":*Make goals for AR and follow through*Use more graphic organizers*Teach what good writing looks like through the use of exemplar writing pieces, and have students utilize rubrics to grade their own, and other's writing tasks.*Practice more sbac similar writing prompts with connected writing and comprehension questions related to 2 sources.*Practice citing sources*Read alouds

3. Fifth Grade ELA Area of Strength & Plan of Action “Claims”:*65% of students are near, at ,or above grade level for reading.*74% of students are near,at, or above grade level for writing.*74% of students are near,at, or above grade level for listening.*63% of students are near,at,or above grade level for Research/ Inquiry.

Fifth Grade ELA Area of Refinement & Plan of Action "Claims":*Make goals for AR and follow through*Use more graphic organizers*Teach what good writing looks like through the use of exemplar writing pieces, and have students utilize rubrics to grade their own, and other's writing tasks.*Practice more sbac similar writing prompts with connected writing and comprehension questions related to 2 sources.*Practice citing sources*Read alouds



CAASPP Results (All Students)

Mathematics

Overall Participation for All Students

# of Students Enrolled # of Students Tested # of Students with Scores % of Enrolled Students TestedGrade Level

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 3 104 112 91 103 112 91 103 112 91 99.0 100 100

Grade 4 92 101 124 87 100 124 87 100 124 94.6 99 100

Grade 5 89 98 103 89 94 100 89 94 100 100.0 96.9 97.1

All Grades 285 311 318 279 306 315 279 306 315 97.9 98.7 99.1

* The “% of Enrolled Students Tested” showing in this table is not the same as “Participation Rate” for federal accountability purposes.

Overall Achievement for All Students

Mean Scale Score % Standard Exceeded % Standard Met % Standard Nearly Met % Standard Not MetGrade Level

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 3 2384.3 2413.2 2402.0 6 13 9.89 19 23 26.37 23 30 18.68 51 34 45.05

Grade 4 2442.7 2427.4 2447.1 3 8 9.68 21 15 21.77 46 33 33.06 30 44 35.48

Grade 5 2476.1 2499.1 2474.9 10 20 12.00 19 13 14.00 30 37 30.00 40 30 44.00

All Grades N/A N/A N/A 6 13 10.48 20 17 20.63 33 33 27.94 41 36 40.95

Concepts & ProceduresApplying mathematical concepts and procedures


14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 3 15 21 29.67 30 39 25.27 55 39 45.05

Grade 4 15 16 22.58 28 20 27.42 57 64 50.00

Grade 5 13 24 15.00 34 38 32.00 53 37 53.00

All Grades 14 21 22.22 30 33 28.25 55 47 49.52

Problem Solving & Modeling/Data AnalysisUsing appropriate tools and strategies to solve real world and mathematical problems


14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 3 9 16 15.38 37 47 45.05 54 37 39.56

Grade 4 11 7 9.68 54 47 41.94 34 46 48.39

Grade 5 8 16 11.00 52 47 50.00 40 37 39.00

All Grades 9 13 11.75 47 47 45.40 44 40 42.86


Communicating ReasoningDemonstrating ability to support mathematical conclusions


14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

Grade 3 10 21 12.09 50 58 49.45 40 21 38.46

Grade 4 8 8 12.10 49 43 44.35 43 49 43.55

Grade 5 8 13 10.00 45 54 47.00 47 33 43.00

All Grades 9 14 11.43 48 52 46.67 43 34 41.90


1. Third Grade Math Area of Strength & Plan of Action "Claims"Concepts and Procedures: 56% of students are near, at, or above grade level for concepts and procedure.Problem Solving and Modeling & Data Analysis: 60% of students are near, at, or above grade level for problem solving.Communication Reasoning: 70% of students are near, at, or above grade level for communicating.

Third Grade Math Area of Refinement & Plan of Action "Claims"Concepts and Procedures:*Model and teach different strategies*Review basic/key skills and scaffold

Problem Solving and Modeling & Data Analysis:*Have students participate in more data collection and analysis*Have students utilize the 8 mathematical practice and realize when they are being used and how to use them.*Create more graphing using different models (pictographs, line graphs, tally marks, etc.)

Communication Reasoning:*Continue having students explain their reasoning and thinking*Have students discussing and supporting their assertions with concrete, mathematical evidence.

2. Fourth Grade Math Area of Strength & Plan of Action "Claims"Concepts and Procedures: 50% of students are near, at, or above grade level for concepts and procedure.Problem Solving and Modeling & Data Analysis: 62% of students are near, at, or above grade level for problem solving.Communication Reasoning: 56% of students are near, at, or above grade level for communicating.

Fourth Grade Math Area of Refinement & Plan of Action "Claims"Concepts and Procedures:*Model and teach different strategies*Review basic/key skills and scaffold




3. Fifth Grade Math Area of Strength & Plan of Action "Claims"Concepts and Procedures: 47% of students are near, at, or above grade level for concepts and procedure.Problem Solving and Modeling & Data Analysis: 61% of students are near, at, or above grade level for problem solving.Communication Reasoning:57% of students are near, at, or above grade level for communicating.

Fifth Grade Math Area of Refinement & Plan of Action "Claims"Concepts and Procedures:*Model and teach different strategies*Review basic/key skills and scaffold





CELDT (Annual Assessment) Results

Percent of Students by Proficiency Level on CELDT Annual Assessment

Advanced Early Advanced Intermediate Early Intermediate BeginningGrade

14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17 14-15 15-16 16-17

K 0 *** *** 3 *** *** 2 *** 0 1

1 1 18 55 7 53 18 2 29 9 1 9 1

2 20 38 56 25 16 38

3 14 6 14 72 29 11 43 6

4 50 33 33 57 17 5 5

5 21 30 29 50 29 21

Total 8 11 26 36 51 37 11 14 3 1


1. We need to step up our efforts to reclassify Advanced and Early Advanced students if they meet all reclassification criteria.

2. We need to provide teachers and staff members professional development opportunities in Integrated/Designated ELD, as well as provide students with extra learning time to practice the skills they are learning in their classrooms.

3. We will need to continue to implement the following:*Monitor all EL Students through targeted interventions and goal setting*Frontload vocabulary*Use of Think/Pair/Share*Sentence frames*Graphic Organizers/TPR*SDAIE Strategies*Oral Language/Group Talks*Choral Reading*Music/Videos*30 min. Daily ELD instruction*imagine learning


Planned Improvements in Student Performance

School Goal #1

The School Site Council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet student performance targets. As a result, it has adopted the following school goals, related actions, and expenditures to raise the academic performance of students not yet meeting state standards:

SUBJECT: English Language Arts

LEA/LCAP GOAL:

Increase the percentage of students reading at grade level by 3% as determined by the CAASSP in ELA.--------

SCHOOL GOAL #1:

Decrease Intensive and Strategic students by 3% in grades K through 2nd according to DIBELS Next assessment and iReady progress monitoring test, and increase the percentage of students performing at grade level by 3% in grades 3rd through 5th according to CAASSP ELA data by the end of 2017-2018 school year.--------

Data Used to Form this Goal:

2016-2017 DIBELS Next Benchmark 3 data, iReady diagnostic data, and CAASPP student assessment data.--------

Findings from the Analysis of this Data:

School-wide achievement in reading comprehension has decreased slightly over the past year as indicated by DIBELS Next data as well as by CAASPP data --------

Changes in Practice and Structural Changes Needed to Achieve this Goal:

An emphasis will be placed on both guided reading, as well as close reading strategies this school year. The assistance of the Wonders curriculum and the tools it provides to teachers will also help in achieving this goal. Monthly release time for teachers to review data, as well as plan intervention/ enrichment for all students will also help us to meet this goal. Teachers will be asked to provide weekly lesson objectives/ success criteria to the administration in order to monitor growth and student progress. --------

How the School will Systematically Monitor Implementation of this Goal:

Site admin and teachers will attend weekly PLC meetings to review current student formative assessment data. The site administration will publish a schedule to closely monitor iReady growth checks, DIBELS benchmark data, as well as student formative and summative assessments. Every six weeks, teachers will meet with site administration and instructional coaches to discuss student progress (summative assessment data) related to the goal, as well as allow time to put plans in place to meet the needs of those students who are struggling. Weekly site admin classroom walkthroughs with Digicoach feedback for teachers.--------

How the School will Evaluate the Progress of this Goal:

Evaluate and monitor DIBELS Next and iReady test results for all grade levels at each trimester.--------


Actions to be Taken to Reach This Goal

TimelinePerson(s)

Responsible

Proposed Expenditure(s)

Description Type Funding Source Amount

Implement newly developed CSS Units of Study in ELA in all classrooms.

August 2017- May 2018

All certificated personnelTeachersInstructional CoachesAdministrators

Attend professional development conferences/ travelProfessional Consulting

5800: Professional/Consulting Services And Operating Expenditures

Title I 10000

Identify at risk students in the Intensive and Strategic bands through ESGI, iReady, and DIBELS



Utilize district provided technology based programs to support and meet the needs of students at the Intensive and Strategic reading bands as assessed by DIBELS Next.

None Specified District Funded 0

Develop and implement a Response to Intervention System during the 2017-2018 school year.


All certificated personnelTeachersSST CoordinatorSST MembersInstructional CoachesAdministrators

Develop a schedule regular for grade level teams to examine student progress and achievement data.

None Specified None Specified 0

Ensure the SST process is robust and provides a system of intervention based on student needs.


Instructional Materials to assist in the implementation of school wide RtI model



Purchase instructional materials to assist in the implementation of school wide academic/behavior intervention strategies, i.e. RtI i.e school planners

4000-4999: Books And Supplies

Title I 5000

Provide Academic Enrichment Field Trips to all targeted students K-5

August 2017 - May 2018

AdministratorsTitle I CoordinatorsAll certificated personnel

Provide academic field trips to all students grades tk-5.

5000-5999: Services And Other Operating Expenditures

Title I 13000



TimelinePerson(s)

Responsible



Provide Extended Learning Time to all students K-5


AdministratorsAll certificated personnel

Provide Extended Learning Opportunities ( intervention/ enrichment) for students K-5 (including but not limited to after and before school tutoring programs, Saturday Academies)

1000-1999: Certificated Personnel Salaries

Title I 4400

Year 1 training of the Leader in Me (7 habits). Focus on shared vision and leadership via a school lighthouse team.

Aug 2017- May 2018

AdministratorsTitle I CoordinatorsAll certificated personnel

Leader in Me Program Implementation Year 1: Book Study/Purchase books for leadership team to embark on a book study.


Title I 300

Leader in Me conference 5800: Professional/Consulting Services And Operating Expenditures

Title I 2700

Extra time card hours for teachers running after school Parent Involvement Workshops

August 2017 - June 2018

All certificated personnelAdministrators

Provide after school Parent Involvement workshops for all parents on diverse educational topics and learning strategies.


Title I 1000

Purchase Technology/ site licenses to assist in the implementation of intervention programs.

Aug 2017- June 2018


Site licences as well as technology supplies to include items to assist in the implementation supplemental online programs, i.e.headphones


Title I 10000



TimelinePerson(s)

Responsible



Provide family reading/ engagement nights to families in our community.

Provide family reading/ engagement nights to families in our community. This will entail a training on parents about reading with their students, as well as a workshop where parents/ students will be able to read together.


Title I 4000

Teacher support activities Aug 2017- June 2018

All Certificated personnelAdministrators

Comprehensive induction or support programs for teachersincluding mentoring, observation opportunities, job embedded professional development, time and/or assistance inusing data in effective ways to drive instructional decisions)


Title I 5000

RAZ Kids Subscription for k-3 teachers Aug 2017- June 2018


Purchase RAZ kids to assist struggling students with reading fluency/comprehension


Title I 3500

Provide Extended Learning Tools to assist in the implementation of before/after school educational/ enrichment programs.

Aug 2017- June 2018


Provide supplies/ tools for Extended Learning Opportunities ( intervention/ enrichment) for students K-5 (including but not limited to after and before school tutoring programs, Saturday Academies)


Title I 3500



TimelinePerson(s)

Responsible



Supplies for monitoring progress of student learning

Aug 2017-June 2018


Supplies for monitoring progress of student learning


Title I 500



School Goal #2


SUBJECT: Mathematics

LEA/LCAP GOAL:

Increase the percentage of students scoring at grade level on internal math assessments.--------

SCHOOL GOAL #2:

Increase the number of proficient students in Math by 3% in grades 1 through 5 based on Units of Study Math culminating tasks aligned to California State Standards, iReady Math monthly progress monitoring tests, and CAASSP Math data. --------


School, grade level, teacher CSS aligned student assessments.--------


Based on this data we concluded that we need to increase the number of proficient student in Math.--------


Teacher goal setting meetings with Admin prior to the start of the school year.

Teacher goal setting with ALL of their students at the start of the year.

Teachers will have monthly meetings with instructional coaches to discuss current student data/ instructional practices and review progress on beginning of the year goal targets.

Schedule changes to include an RtI block that allows for designated time to re-teach/ re-engage learners who are struggling to keep up/ allow time for enrichment for those students at/ above grade level.

Focus on first/best instruction by providing timely, consistent and meaningful walk-through feedback to teachers on a weekly basis.

With a focus on the work by John Hattie, we will be focused on teacher clarity, and more importantly the concept of providing learning intentions and success criteria to students prior to, during, and after each lesson.--------



Site admin and teachers will attend weekly PLC meetings to review current student formative assessment data. The site administration will publish a schedule to closely monitor iReady growth checks, DIBELS benchmark data, as well as student formative and summative assessments. Every six weeks, teachers will meet with site administration and instructional coaches to discuss student progress (summative assessment data) related to the goal, as well as allow time to put plans in place to meet the needs of those students who are struggling. Weekly site admin classroom walkthroughs with Digicoach feedback for teachers.

--------


Student formative and summative assessment data will be monitored every trimester to ensure students are making significant growth in Math.--------


TimelinePerson(s)

Responsible



Attend Professional development conferences/travel/ professional consulting



Attend professional development conferences/ travelProfessional Consulting


Title I 7000

Purchase instructional materials to support RtI/ After school enrichment/ intervention


AdministratorsTitle I Coordinators

Purchase instructional materials to assist in the implementation of school wide academic/behavior intervention strategies


Title I 3,500

Provide Extended Learning Time to all students K-5


AdministrationTitle I CoordinatorsAll Certificated personnel

Provide Extended Learning Opportunities ( intervention/ enrichment) for students K-5 (including but not limited to after and before school tutoring programs, Saturday Academies/ STEAM Camps)


Title I 5000



TimelinePerson(s)

Responsible



Extra time card hours for teachers running after school Parent Involvement Workshops

August 2017 - June 2018


Provide after school Parent Involvement workshops for all parents on diverse educational topics and learning strategies.


Title I 600

Site Licences for enrichment websites Aug 2016-June 2017

All Certificated personnelAdministratorsInstructional Coaches

Site license tech subscriptions


Title I 3000

Teacher support activities Aug 2016- June 2017


Comprehensive induction or support programs for teachersincluding mentoring, observation opportunities, job embedded professional development, time and/or assistance inusing data in effective ways to drive instructional decisions)


Title I 4500

Purchase materials for after school family math enrichment/ engagement nights

Aug 2017-June 2018

Teachers, administration, certificated staff

After school math activity materials for intervention/

2500



School Goal #3


SUBJECT: English Language Development

LEA/LCAP GOAL:

Increase by a minimum of 5% the percentage of English learners making growth on CELDT/ELPAC; increase reclassification percentage--------

SCHOOL GOAL #3:

Increase by a minimum of 5% the percentage of English learners making growth on CELDT/ELPAC; increase reclassification percentage--------


2017-2018 CELDT Data, 2016-17 reclassification data--------


More 5th grade students need to reclassify before they leave for middle school --------


Goal settings meetings are in place to meet with EL students to discuss and analyze previous years CELDT data, as well as set goals for the upcoming school year.

Instructional Coach meeting with all 3,4,5 CELDT students who didn’t reclassify to discuss what CELDT/ ELPAC is and why the students take it.

All stakeholders are aware and informed of the criteria needed for reclassification, as well as provided with information on how parents/guardians can help at home in regards to reclassifying students.

Training will be provided to teachers on the numerous instructional strategies for iELD and dELD. Focus areas will be on creating a print rich environment with vocabulary labeled with pictures throughout the room, sentence frames, and creating a collaborative, discussion filled classroom.

Admin and EL Lead Teachers collect data on each EL student and closely progress monitor all EL students and update RFEP data monitoring sheet.

Imagine Learning online support

Implementation of new McGraw Hill wonders integrated and designated ELD materials.--------



Site admin and teachers will attend weekly PLC meetings to review current student formative assessment data. The site administration will publish a schedule to closely monitor iReady growth checks, DIBELS benchmark data, as well as student formative and summative assessments. Every six weeks, teachers will meet with site administration and instructional coaches to discuss student progress (summative assessment data) related to the goal, as well as allow time to put plans in place to meet the needs of those students who are struggling. Weekly site admin classroom walkthroughs with Digicoach feedback for teachers.--------


CELDT data and reclassification percentages--------


TimelinePerson(s)

Responsible



Administer CELDT test TK-5. August 2017-October2017

CELDT CoordinatorCELDT TeacherFacilitatorsTeachers

Administer CELDT test to all English Learners TK-5. Monitor student progress and ensure teacher training and calibration of test administration.


Implement ELD Wonders program school wide

September 2017 - May 2018

All certificated and classified personnel TeachersAdministrators

Implement school wide ELD Wonders training and monitor progress and implementation.


Provide ELD professional development (Instructional Coach)

None Specified District Funded 0

Site Licenses for enrichment websites for English Learners

Aug 2017- June 2018

AdministratorsEL LiaisonEL FacilitatorClassroom Teachers

Provide site licenses for EL students to access enrichment websites


Title III 5004

Planning days to focus on universal design strategies for English Learners

Aug 2017- June 2018

AdministratorsEL FacilitatorClassroom Teachers

English Learner program development days


Title III 2000

Purchase library books written in student's native language.

Aug 2017-June 2018

AdministratorsClassroom TeachersLibrarian

Provide books, both fiction and nonfiction in student's native language for English Learners


Title III 1000



TimelinePerson(s)

Responsible



Professional Development for EL Program

Aug 2017-June 2018

AdministratorsClassroom TeachersSupport Staff

Provide professional development to help school site staff recognize and gain knowledge about the unique academic needs of English Learners.


Title III 3000

EL Parent programs Aug 2017-June 2018

AdministratorsClassroom TeachersSupport Staff

Provide after school parent programs to parents of our EL students. Focus on reading/ writing with students.


Title III 1923



School Goal #4


SUBJECT: Pupil Engagement

LEA/LCAP GOAL:

Increase the attendance rate of students by a minimum of .5% by June 2018--------

SCHOOL GOAL #4:

Increase the attendance rate of students by a minimum of 1% by June 2018 to 96.00%--------


Overall attendance average from the 2016-2017 school year.--------


2016-2017 average 95%, attendance rate is lower than district's average--------


Utilization of a district shared chronic absenteeism report via A2A or Illuminate to allow each site to closely monitor attendance.

Attendance incentives for parents/guardians, teachers, and students.

Attendance recognition at Assemblies and Trimester Awards Assemblies.

Create a “Watch List” for chronic absenteeism.

Teachers on playground duty, greeting students at their doors each morning.

Increase school wide college and career readiness focus.--------



Weekly meetings between AP and Attendance clerk to analyze attendance data

Monthly reports to monitor students who are on the watch listMonthly review of district shared chronic absenteeism report accessible via A2A or Illuminate.

End of year attendance data

--------


Monitor monthly attendance average.--------


TimelinePerson(s)

Responsible



Implement attendance improvement plan.

August 2017-June 2018

Assistant PrincipalAttendance ClerkTeachers

Implement attendance improvement plan by monitoring classroom attendance rates, pulling monthly truancy reports and assigning these students interventions to decrease truancies.


Following through with SART/SARB processes, and developing individual goals for students with chronic absenteeism.


Provide Saturday School to make-up absences.


Implement after school clubs for students focusing on college and career readiness.

Aug. 2017- June 2018

Certificated/ Administration

Implement after school college and career readiness after school programs as a way to introduce such topics as coding, science, technology, mathematics, engineering, etc.


Title I 6000



TimelinePerson(s)

Responsible



Purchase college banners to engage/ educate students about college/ career readiness and encourage them to attend school to reach their goal of attending college.

Aug 2017- June 2018

Certificated staff/ Administration

Purchase college banners for each classroom to engage/ educate students about college/ career readiness and encourage them to attend school to reach their goal of attending college.


Title I 2,000

College visit for 5th grade students. Sep 2017- June 2018

Certificated staff/ Administration//Maintenance and operations

Students to visit a local college


Title I 2,100



School Goal #5


SUBJECT: School Climate

LEA/LCAP GOAL:

Decrease the suspension rate of students by a minimum of 2% by June 2018--------

SCHOOL GOAL #5:

Decrease the suspension rate of students by a minimum of 2% by June 2018--------


Illuminate and Data Quest suspension reports--------


Overall, district and school suspension rates were too high and needed to be decreased.--------


Provide time in schedule dedicated to PBIS/ Restorative Justice

Focus on Bucketfilling initiative and the pro kindness model associated with such an initiative.

Provide posters/ documents to all teachers that outline weekly lesson plans for PBIS

PD for staff on Restorative Practices and Bucketfilling initiative

Focus on developing a shared understanding of cultural proficiency by focusing on inclusive practices, utilizing the R.I.R. (Recognize it, Interrupt it, Repair it) protocol as well as the “EPOCH Conversation Starters” consistently throughout the year at staff meetings.

Counselor monthly lessons with entire school

A.P. classroom visits to review behavior expectations at start of each trimester

--------



AP to send out to school staff the daily schedule/lesson plans of PBIS.

Tracking guidance lessons via counselor (counselor schedule).

Site administrator tracking of office referrals via minor incidences report in Illuminate.

Site administrator tracking of restorative conferences via Google doc.

Site administrator tracking/reporting of suspension data.

--------


Monitoring on a monthly basis school suspensions, expulsions, and interventions data.--------



TimelinePerson(s)

Responsible



Implementation of Phase 2 School wide Positive Behavior Intervention and Supports (PBIS) program.

August 2017-June 2018

All certificated and classified school employees.AdministratorsPBIS Teacher

Set school wide universal expectations that address discipline, climate, and safety.


Create web based mini-lesson on social skills and create and post behavior expectations posters throughout the school.


Provide school wide recognition and incentives for students demonstrating positive behaviors.


Parent-Teacher Association (PTA)

500

Systematically teach students weekly social skills through classroom lessons, morning announcements, school website and small pull-out groups.


Establish after school PBIS intervention class to reinforce skills needed, decrease major incidents, and reduce suspensions.

0

Print posters/ documents that share the PBIS message at BR.


Title I 2700

Implement before school academic/ enrichment programs.

Aug 2017- June 2018

All certificated and classified school employees.Administrators

Implement before school programs to help ease students into the school day and gain a sense of belonging, thus, supporting a healthy school culture.


Title I 2,000



TimelinePerson(s)

Responsible



T-shirts/ stickers/books/ games etc. that promote bucketfilling/ kindness/ character development at BR

Aug 2017- June 2018


Purchase posters, t-shirts, stickers, books, etc. that promote kindness, social emotional development and bucketfilling at BRES


Title I 2500

Assemblies that promote kindness/ bully prevention

Aug 2017- June 2018


Assemblies that promote kindness/ bully prevention


Title I 1000

Purchase instructional playground materials for research based practice of "structured recess".

Aug 2017- June 2018


Purchase supplies to be utilized during recess by students who are engaged in"structured recess", a research based method to help students gain skills such as collaboration, communication, and problem solving.


Title I 1000


Summary of Expenditures in this Plan

Total Allocations and Expenditures by Funding Source

Total Allocations by Funding Source

Funding Source Allocation Balance (Allocations-Expenditures)

Title I 105,800 0.00

Title III 12,927 0.00

Total Expenditures by Funding Source

Funding Source Total Expenditures

2,500.00

District Funded 0.00

None Specified 0.00

Parent-Teacher Association (PTA) 500.00

Title I 105,800.00

Title III 12,927.00



Total Expenditures by Object Type

Object Type Total Expenditures

2,500.00

1000-1999: Certificated Personnel Salaries 22,500.00

4000-4999: Books And Supplies 55,927.00

5000-5999: Services And Other Operating Expenditures 17,100.00


23,700.00

None Specified 0.00



Total Expenditures by Object Type and Funding Source

Object Type Funding Source Total Expenditures

2,500.00

None Specified District Funded 0.00

None Specified None Specified 0.00

4000-4999: Books And Supplies Parent-Teacher Association (PTA) 500.00

1000-1999: Certificated Personnel Salaries Title I 20,500.00

4000-4999: Books And Supplies Title I 47,500.00


Title I 17,100.00


Title I 20,700.00

1000-1999: Certificated Personnel Salaries Title III 2,000.00

4000-4999: Books And Supplies Title III 7,927.00


Title III 3,000.00



Total Expenditures by Goal

Goal Number Total Expenditures

Goal 1 62,900.00

Goal 2 26,100.00

Goal 3 12,927.00

Goal 4 10,100.00

Goal 5 9,700.00


School Site Council Membership

California Education Code describes the required composition of the School Site Council (SSC). The SSC shall be composed of the principal and representatives of: teachers selected by teachers at the school; other school personnel selected by other school personnel at the school; parents of pupils attending the school selected by such parents; and, in secondary schools, pupils selected by pupils attending the school. The current make-up of the SSC is as follows:

Name of Members

Pri

nci

pal

Cla

ssro

om

Teac

her

Oth

erSc

ho

ol S

taff

Par

ent

or

Co

mm

un

ity

Mem

ber

Seco

nd

ary

Stu

den

ts

Jon Mitchem X

Erin Lipsitz X

Deanna Whyde X

Matt McDowell X

Arieall Holthaus X

Shannon Duran X

Mary Reynolds X

Nan Barker X

Nytasha Thomas X

Anthony Woods X

Numbers of members of each category: 1 3 1 5

At elementary schools, the school site council must be constituted to ensure parity between (a) the principal, classroom teachers, and other school personnel, and (b) parents of students attending the school or other community members. Classroom teachers must comprise a majority of persons represented under section (a). At secondary schools there must be, in addition, equal numbers of parents or other community members selected by parents, and students. Members must be selected by their peer group.


Recommendations and Assurances

The school site council (SSC) recommends this school plan and Proposed Expenditure(s)s to the district governing board for approval and assures the board of the following:

1. The SSC is correctly constituted and was formed in accordance with district governing board policy and state law.

2. The SSC reviewed its responsibilities under state law and district governing board policies, including those board policies relating to material changes in the Single Plan for Student Achievement (SPSA) requiring board approval.

3. The SSC sought and considered all recommendations from the following groups or committees before adopting this plan (Check those that apply):

X State Compensatory Education Advisory Committee

Signature

X English Learner Advisory Committee

Signature

Special Education Advisory Committee

Signature

Gifted and Talented Education Program Advisory Committee

Signature

District/School Liaison Team for schools in Program Improvement

Signature

Compensatory Education Advisory Committee

Signature

Departmental Advisory Committee (secondary)

Signature

Other committees established by the school or district (list):

Signature

4. The SSC reviewed the content requirements for school plans of programs included in this SPSA and believes all such content requirements have been met, including those found in district governing board policies and in the local educational agency plan.

5. This SPSA is based on a thorough analysis of student academic performance. The actions proposed herein form a sound, comprehensive, coordinated plan to reach stated school goals to improve student academic performance.

6. This SPSA was adopted by the SSC at a public meeting on 10/12/2017.

Attested:

Jon Mitchem

Typed Name of School Principal Signature of School Principal Date

Jon Mitchem

Typed Name of SSC Chairperson Signature of SSC Chairperson Date

Appendices

Romoland School District: Boulder Ridge Elementary School SPSA Annual Program Evaluation

Each site principal will work with site stakeholder groups (SSC, ELAC, Parent/Guardian groups, Staff) March-May, 2017 to evaluate the school program as defined in the SPSA. Site Title I, Title III, and LCAP expenditures for 2016-17 will be analyzed per the format noted in this evaluation tool. This program evaluation is due to the Director of Educational Services on May 16, 2017. The School Site Council of each site will consider the program evaluation results and prepare & approve draft 2017-18 SPSA goals and an expenditure plan (pending preliminary 2017-18 budgets), which is due to the District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC) on May 16, 2017. A site administrator will present the goals and expenditure plan to the DAC/DELAC at the May 16, 2017 meeting.

Title I SPSA Plan Goal #

Categorical Action/Expenditure

Impact (Academic Achievement, Attendance, or Behavior Data)

Positive Impact on Students? Yes or No. Explain.

Based on the data, will the Action/Expenditure continue for next year, or will it be modified or replaced? Explain.

1 ELA

RAZ Kids accounts for students in grades k-3

ELA Diagnostic 1: 38% 2 or more levels below 49% 1 grade level below 14% at grade level ELA Diagnostic 3: 22% 2 or more levels below 37% 1 grade level below 41% at grade level

Yes, the percentage of students who were 2 or more grade levels below went down 16%, while the percentage of students at or above grade level went up 27%, while the percentage of students 1 grade level below dropped 12% this year.

Yes, it has been successful and will be continued .

1ELA Guided Reading sets for all grade levels $10,000

ELA Diagnostic 1: 38% 2 or more levels below 49% 1 grade level below 14% at grade level ELA Diagnostic 3: 22% 2 or more levels below


Yes, it has been utilized successfully, but will need more training in the next year in order to see larger growth.

Appendix A

37% 1 grade level below 41% at grade level

1 ELA Phonics intervention Readers



Yes, students in grades 1-3 who have been utilizing this reader have had growth on their iReady diagnostic in the realm of Phonics.

1 ELA CC Standards Plus

Books ELA Diagnostic 1: 38% 2 or more levels below 49% 1 grade level below 14% at grade level ELA Diagnostic 3: 22% 2 or more levels below 37% 1 grade level below 41% at grade level


No, this was not utilized with fidelity and will not be continued. The material is outdated and newer material may be purchased in the future.

1 ELA Web based Apps (Squiggle park/ Flocabulary)


Engagement in class is up via DigiCoach walkthroughs. Yes, the percentage of students who were 2 or more grade levels below went down 16%, while the percentage of students at or above grade level went up 27%, while the percentage of students 1 grade level below dropped 12% this year.

Yes, student engagement/attendance is up, as are reading test scores via iready.

1 ELA Leadership books for teachers

ELA Diagnostic 1: 38% 2 or more levels below

Engagement strategies, as well as other high yield strategies are taking place in classrooms.

Yes, ongoing professional development is pivotal to academic success. John Hattie’s

49% 1 grade level below 14% at grade level ELA Diagnostic 3: 22% 2 or more levels below 37% 1 grade level below 41% at grade level

iReady data supports that as well. Yes, the percentage of students who were 2 or more grade levels below went down 16%, while the percentage of students at or above grade level went up 27%, while the percentage of students 1 grade level below dropped 12% this year.

Visible learning will continue to guide our actions.

1ELA High interest reading books


Yes, students have read over 1,000,000 words this year, and updated books help garner higher interest in reading and support student reading ability. Yes, the percentage of students who were 2 or more grade levels below went down 16%, while the percentage of students at or above grade level went up 27%, while the percentage of students 1 grade level below dropped 12% this year.

Yes, we will continue to purchase books that our students are interested in and that they can relate to.

1 ELA Field Trips ELA Diagnostic 1: 38% 2 or more levels below 49% 1 grade level below 14% at grade level ELA Diagnostic 3: 22% 2 or more levels below 37% 1 grade level below 41% at grade level

Yes, students are able to connect their learning in the classroom to outside activities. Students are creating lasting memories that they can then use as prior knowledge in their future endeavors. Yes, the percentage of students who were 2 or more grade levels below went down 16%, while the percentage of students at or above

Yes, students need real life experiences in order to help them connect their learning inside of the classroom to the real world.

grade level went up 27%, while the percentage of students 1 grade level below dropped 12% this year.

1 ELA Planners for 4-5

Graders ELA Diagnostic 1: 38% 2 or more levels below 49% 1 grade level below 14% at grade level ELA Diagnostic 3: 22% 2 or more levels below 37% 1 grade level below 41% at grade level

Yes, students were more organized, homework completion rates were higher, and communication between parents and teachers were made easier. Yes, the percentage of students who were 2 or more grade levels below went down 16%, while the percentage of students at or above grade level went up 27%, while the percentage of students 1 grade level below dropped 12% this year.

Yes, we will continue to have planners for our students in 4th/5th grade. As they transition to middle school, students need a variety of tools to keep them organized and promote class/homework completion. As we move to more digital tools, students will work on transitioning to more digital applications.

2 MATH Interactive Websites for intervention ( Front Row)

MATH Diagnostic 1: 36% 2 or more levels below 52% 1 grade level below 11% at grade level MATH Diagnostic 3: 16% 2 or more levels below 40% 1 grade level below 44 % at/ above grade level


By adding various programs to our teachers’ toolbelt, we hope to promote and build small group instruction during ELA/Math. We are implementing more RtI blocks within our school schedule as well as a uniform schedule for ELD. Programs like Front Row, iReady, RAZ KIds, Reading A to Z, adapt to the student's’ instructional level, and backfilling gaps in instruction at the lowest level.

2 MATH Planners for 4-5

Graders MATH Diagnostic 1: 36% 2 or more levels below 52% 1 grade level below

Yes, the percentage of students who were 2 or more grade levels below went down 20%,

Yes, we will continue to have planners for our students in 4th/5th grade. As they transition

11% at grade level MATH Diagnostic 3: 16% 2 or more levels below 40% 1 grade level below 44 % at/ above grade level

while the percentage of students at or above grade level went up 33%, while the percentage of students 1 grade level below dropped 12% this year.

to middle school, students need a variety of tools to keep them organized and promote class/homework completion. As we move to more digital tools, students will work on transitioning to more digital applications.

2 MATH CC Standards Plus

Books MATH Diagnostic 1: 36% 2 or more levels below 52% 1 grade level below 11% at grade level MATH Diagnostic 3: 16% 2 or more levels below 40% 1 grade level below 44 % at/ above grade level


The CC Standards Plus Books were well received by teachers, giving students practical and real-world applications of mathematical concepts. Students need to continue to work in a multidimensional lens as mathematical concepts become more complex.

2 MATH Book- Visible Learning iReady Math Diagnostic 3 Student Scores:


2 MATH Math intervention materials

MATH Diagnostic 1: 36% 2 or more levels below 52% 1 grade level below 11% at grade level MATH Diagnostic 3:

Yes, the percentage of students who were 2 or more grade levels below went down 20%, while the percentage of students at or above grade level went up 33%, while the

We will continue to utilize and purchase math manipulatives and tools such as scales, tens frames, place value blocks/mats as well as utilize “Build, Draw, Write” Maps to build conceptual

16% 2 or more levels below 40% 1 grade level below 44 % at/ above grade level

percentage of students 1 grade level below dropped 12% this year.

understanding of complex mathematical problems.

Title III

SPSA Plan Goal #





3 ELD Books in student’s native language for

the library.

24% RFEP 49% of EL Students have made at least 1 year of growth via iReady reading.

Yes, students’ first language and culture is celebrated and seen as a positive impact. Bilingualism is an important asset and to promote dual language development in English and a student’s native language shows the value in learning multiple languages.

Yes,this action will be continued next year, as our EL population will continue to grow, and if students can begin to read in their home language, research suggests that they will read better in English.

3 ELD Multilingual Library Books

24% RFEP 49% of EL Students have made at least 1 year of growth via iReady reading.

Yes, students’ first language and culture is celebrated and seen as a positive impact. Bilingualism is an important asset and to promote dual language development in English and a student’s native language shows the value in learning multiple languages.

Yes,this action will be continued next year, as our EL population will continue to grow, and if students can begin to read in their home language, research suggests that they will read better in English.

3 ELD Imagine Learning 24% RFEP 49% of EL Students have made at least 1 year of growth via iReady reading.

Yes, utilizing a program specifically dedicated to language development (listening, speaking and writing) allows students to work at their own pace as they acquire English. Imagine Learning individualized diagnostic allows students to begin at their independent level and grow

Yes, Students have enjoyed the program thus far, and other school’s in our district have seen tremendous growth.

instructionally with a productive struggle model.

5 School culture

Before/ After school enrichment opportunity

Suspension/ Attendance Yes, students had different opportunities to come before and after school for various enrichment classes. Our coding and dance clubs were very popular as well as our GATE Club. Students’ work has been showcased throughout our school and performances have been well received by parents and students.

We will continue to expand our enrichment opportunities next year and begin earlier so more students have more/different opportunities to grow in various areas of interests. Using inquiry-based models, students are able to reach more complex and critical levels of thinking, as well as problem solve for future interests for college and career readiness.

LCAP

SPSA Plan Goal #





Field Trips/ $10 per student

List field trips; note grade or group, content connection(s) for each field trip, and academic achievement data. Various projects such as California Missions, STEAM projects (rockets, roller coasters), Colonial Days, Water Conservation,etc.

Yes. Students who can experience “hands-on” learning opportunities, will be able to transfer “book” knowledge into real-life applications. For some students, it is the only experience they will have to fuse their academic learning to practical uses/skills.

Yes, field trips provide the “real-life” experiences that students learn about in the classroom. We have also purchased Google Expeditions which will allow virtual field trips/experiences for students, bringing a whole new dimension to learning.

Extended learning opportunities/

List extended learning opportunities; note grade or group, content or skill targeted, and academic achievement data. STEAM, GATE Program, after school clubs (Coding, Art, Dance)

Yes, students and staff are building a stronger community, inter-grade level relationships with various adults on campus rather than just their own.

Yes, we will continue to expand our programs to include more students and a bigger variety of choices.

Professional Development

Small group instruction, PBIS, student to student interaction, engagement strategies, building conceptual understanding, decomposing a standard, group/partner conversations, Growth Mindset, Noon Supervisor Training,

Yes. We will continue professional development, focusing on guided reading, the new ELA adoption, writing as well as building conceptual understanding across real-world mathematical/science/STEAM concepts.

Writing Committee will be presenting monthly, Administrative professional development and workshops will be offered above and beyond to “admin Wednesdays” and teachers will be able to network and grow from each other.

Boulder Ridge Elementary School

Title I Parent/Guardian Engagement Policy

GENERAL EXPECTATIONS:

Boulder Ridge Elementary School agrees to implement the following statutory requirements:

● The school will jointly develop with parents/guardians, and distribute to parents/guardians of

participating students, a School Parent/Guardian Engagement Policy that the school and

parents/guardians of participating students agree upon.

● The school will notify parents/guardians about the School Parent/Guardian Engagement Policy in an

understandable and uniform format and, to the extent practicable, distribute this policy to

parents/guardians in a language that parents/guardians can understand.

● The school will make the School Parent/Guardian Engagement Policy available to the local community.

● The school will periodically update the School Parent/Guardian Engagement Policy to meet the

changing needs of parents/guardians and the school.

● The school will adopt the school’s school-parent/guardian compact as a component of its School

Parent/Guardian Engagement Policy.

DESCRIPTION OF HOW THE SCHOOL WILL IMPLEMENT REQUIRED SCHOOL PARENT/GUARDIAN ENGAGEMENT POLICY COMPONENTS:

Boulder Ridge Elementary School will take the following actions to involve parents/guardians in the joint

development and joint agreement of its School Parent/Guardian Engagement Policy and its school wide plan, if

applicable, in an organized, ongoing, and timely way under section 1118(b) of the ESEA: 1. Boulder Ridge Elementary School will take the following actions to distribute to parents/guardians of

participating students and the local community, the School Parent/Guardian Engagement Policy:

● The parents/guardians of Title I students will be given a copy of the Parent/Guardian Engagement

Policy in the Parent/Guardian Handbook.

● Copies of the Parent/Guardian Engagement Policy will be available in the front office.

● The Parent/Guardian Engagement Policy will be posted on the school’s website.

2. Boulder Ridge Elementary School will periodically update its School Parent/Guardian Engagement Policy

to meet the changing needs of parents and the school:

● The Parent/Guardian Engagement Policy will be reviewed annually by the English Language Advisory

Committee (ELAC) for input recommendations.

● A needs assessment survey will be sent to the parents of all students at the close of the school year.

● The School Site Council will review and revise the Parent/Guardian Engagement Policy annually.

3. Boulder Ridge Elementary School will convene an annual meeting to inform parents/guardians of the

following:

● That their student’s school participates in a Title I Targeted Assistance Program

● Requirements of a Title I Targeted Assistance program

● Their rights to be involved in the Title I program and how they may exercise those rights

● Tips and information that will assist them in working with their students at home.

Appendix B

4. Boulder Ridge Elementary School will hold a flexible number of meetings at varying times, and provide

child care, paid for with Title I funding as long as these services relate to parent/guardian involvement.

● Parents/guardians will be surveyed on convenient meeting times based on a survey included in the first

day packets.

● The meetings will be offered at different times and days.

● Daycare will be provided for the meetings when meetings occur after regular school hours.

● An invitation letter will be given to the parents/guardians at the Fall parent/teacher conference.

● A reminder phone call will be made home.

● All information will be in English and Spanish.

5. Boulder Ridge Elementary School will provide information about Title I programs to parents/guardians of

participating children in a timely manner:

● Parents/guardians will be given information about the Title I program by way of mail and flyers with

targeted students.

6. Boulder Ridge Elementary School will provide to parents/guardian of participating students a description

and explanation of the curriculum in use at the school, the forms of academic assessment used to measure

student progress, and the proficiency levels students are expected to meet:

● Parents/guardians will be given information on the Title I program at the annual Title I Parent/Guardian

meeting in the Fall.

● A Title I informational packet will be given in the Fall.

7. Boulder Ridge Elementary School will provide parents/guardians of participating students, if requested by

parents/guardians, opportunities for regular meetings to formulate suggestions and to participate, as

appropriate, in decisions relating to the education of their students, and respond to any such suggestions as

soon as practicably possible:

● The principal and all classroom teachers can be contacted through district email.

● The principal and all classroom teachers have voicemail on the automated voicemail system.

● Collaboration will occur among teachers, instructional assistants, and the principal for planning and

conducting regular parent/guardian workshops.

8. Boulder Ridge Elementary School will submit to the district any parent/guardian comments if the school

wide plan under section (1114)(b)(2) is not satisfactory to parents/guardians of participating students:

● Appointments can be made to meet with the school’s principal to discuss parent/guardian concerns and

work on solving issues.

● Parents/guardians will be referred to the district office if concerns are not resolved at the site level.

SHARED RESPONSiBILITIES FOR HIGH STUDENT ACADEMIC ACHIEVEMENT: Boulder Ridge Elementary School will build the school’s and parent’s/guardian’s capacity for strong

parent/guardian involvement, in order to ensure effective involvement of parents/guardians and to support a

partnership among the school, parents/guardians, and the community to improve student academic

achievement, through the following activities specifically described below:

1. The school will incorporate the school-parent/guardian compact as a component of its School

Parent/Guardian Engagement Policy. The compact will be:

● reviewed periodically by parents/guardians, ELAC, and the School Site Council,

● discussed with all students during the first week of school,

● sent home to all students in the first day packets,

● posted on the school website, and

● will be in the Title I informational packets.

2. The school will, with the assistance of the district, provide assistance to parents/guardians of children

served by the school in understanding topics such as the following:

● the State’s academic content standards,

● the State and local academic assessments, including alternate assessments,

● the requirements of Title I,

● how to monitor their student’s progress, and

● how to work with educators

● by undertaking the actions described here:

● offering various parent/guardian workshops, and

● offering the Parent Institute for Quality Education.

3. The school will, with the assistance of its district, provide materials and training to help parents/guardians

work with their students to improve their student’s academic achievement, such as literacy training, and using

technology, as appropriate, to foster parent/guardian engagement, by:

● Computer, internet, and email training

● Parent Workshops on a variety of subjects such as:

a. literacy,

b. math,

c. homework,

d. testing tips,

e. health/exercise, and

f. parenting.

4. The school will, with the assistance of its district and parents/guardians, educate its teachers, pupil

services personnel, principals and other staff, in how to reach out to, communicate with, and work with

parents/guardians as equal partners, in the value and utility of contributions of parents/guardians, and in how

to implement and coordinate parent/guardian programs and build ties between parents/guardians and schools,

by offering:

● Staff Development

● Back-to-School Night

● Pastries with the Principal monthly parent meetings

● Parent-Teacher Conferences

● School Site Council meetings

● English Language Advisory Council meetings

● Opportunities for parents/guardians to become volunteers

● Individualized Education Plan meetings

● 504 meetings

5. The school will, to the extent feasible and appropriate, coordinate and integrate parent/guardian

involvement programs and activities with area Head Start, area County Preschools, District Preschools, and

public preschool and other programs, and conduct other activities, such as parent resource centers, that

encourage and support parents in more fully participating in the education of their students, by:

● Providing pamphlets of available resources in the front office “Parent/Guardian Resource Center”

● Maintaining an informational bulletin board for parents/guardians in the front office

6. The school will, to the extent feasible and appropriate, take the following actions to ensure that information

related to the school and parent/guardian- programs, meetings, and other activities, is sent to the

parents/guardians of participating children in an understandable and uniform format, including alternative

formats upon request, and, to the extent practicable, in a language the parents/guardians can understand:

● School newsletter, annual calendar, and monthly calendars

● Parent/guardian workshops

● Auto-dialer/phone blasts

● Flyers sent home with students

● School website

● School social media sites (Facebook)

ACCESSIBILITY:Boulder Ridge Elementary School will build the school’s and parents’/guardians’ capacity for strong

parent/guardian involvement and provide involvement opportunities for all parents/guardians, including

parents/guardians with limited English proficiency, parents/guardians with disabilities, and parents/guardians of

migratory students, by providing:

● Information translated into Spanish

● Handicap accessibility in all buildings

● Braille versions provided as needed

● School Site Council meetings

● Local Control Accountability Plan meetings and committees

● English Language Advisory Council

● District English Language Advisory Council

ADOPTION: This School Parent/Guardian Engagement Policy has been developed jointly with, and agreed upon with,

parents/guardians of students participating in Title I programs, as evidenced by the Boulder Ridge Elementary

School Site Council membership. This policy was adopted by our Boulder Ridge Elementary School Site

Council on October 18, 2017 and will be in effect for the period of the 2017-18 school year. The school will

distribute this policy to all parents/guardians on or before November 30, 2017. It will be made available to the

local community on or before November 30, 2017. Boulder Ridge Elementary School ‘s notification to

parents/guardians of this policy will be in an understandable and uniform format and, to the extent practicable,

provide a copy of this policy to parents/guardians in a language the parents/guardians can understand.

________________________________ ______________________________

(Signature of Authorized Official) (Date)

Boulder Ridge Elementary School -Parent/Guardian Compact

StaffWe understand the importance of the school experience to every student and our role as educators and role models. Therefore, we are committed to carry out the following goals/standards to the best of our ability:

Deliver grade level skills, concepts, and standards using a meaningful and balanced, hands-on approach. Strive to meet the individual needs of your child. Facilitate and encourage open communication regarding your child’s education and progress. Provide a safe, positive, and healthy learning environment for your child. Communicate homework and class work expectations. ________________________________________Principal’s Signature (on behalf of the staff) StudentI realize that my education is important. I know I am responsible for my own success. Therefore, I am committed to carrying out the following responsibilities to the best of my ability: Arrive to class on time and prepared with the appropriate materials and supplies every day. Take my weekly work/information home to my parents/guardians. Read and practice math facts everyday, and return completed homework on time. Be responsible for my own behavior. Be cooperative leader/role model. Do my best on all assignments, and always be ready to learn and ask for help when I need it. _____________________________________________Student’s Signature ___________________Date Parent/GuardianI understand that my participation in my child’s education will help and encourage his/her achievements and positive attitude. Therefore, I will continue to carry out the following responsibilities to the best of my ability: Make sure my child is at school on time. Encourage my child to complete his/her homework, and provide a quiet time and place for my child to do homework. Review all school communications. Attend school events when possible. Encourage my child to read and practice math facts daily. Make sure my child gets adequate sleep and eats a healthy diet. Support the school and district homework, discipline, and attendance policies. _____________________________________________Parent’s/Guardian’s Signature _____________________Date

Appendix C

the single plan for student achievement · 2017-11-28 · the single plan for student achievement 6...

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